Introduces students to the concepts and practice of professional reflection. Students are introduced to the Backward Design framework as they develop skills in writing instructional outcomes and engage in the lesson planning process that will be required throughout the program. The course also provides students opportunities to be actively engaged in learning about the School of Education claims and the SOE four program strands; reflection & professional development, technology, diversity, and learning to learn. The Education Teacher Performance Assessment (edTPA) is introduced in the course.

Provides students with grounding in the philosophical and historical roots of education as well as knowledge of the current theories, structures, and practices. Students analyze major topics including the relationship between schools and society, educational responses to the increasing diversity in today's classrooms, and the current and evolving process of teaching and learning. Through online and on-site activities, students synthesize the knowledge of theories, structures, and practices to develop an understanding of the American system of education, empowering them to make informed decisions about their careers.

Provides students with an understanding of the diversity that is in our classrooms today and explores ways in which classrooms and schools can become more inclusive. This course also explores learning strategies, personal and professional philosophies, and research that will help meet the educational needs of diverse learners. The topics include multicultural education, gender equity, English language learners and cultural diversity.

Provides educators with a solid grounding in cognitive/educational psychology. Students examine children's and adolescent's cognitive, social and emotional growth and development as a function of their social and cultural context. The context of the school from a multicultural perspective frames the discussion of specific topics including: motivation, learning styles, moral development, personality development, general theories of intelligence, and theories of cognitive development and their effects on the educational process. Cognitive theory is linked to technology use and students examine some of the innovative ways that technology is being used to promote cognitive growth.

Exceptionality and inclusion addresses the social construction of disability, types and characteristics of exceptionalities, and requirements of disability legislation. Students are prepared apply to professional practice the principles of inclusion, differentiation, universal design for learning, and collaboration.

An inquiry into the essence of the assessment process. The purpose and process of assessments is investigated from a theoretical, phenomenological and personal, experiential perspective. Topics include a brief history of assessment in education; underlying assumptions driving our assessment practices; the forms, purposes and effects of assessment used in classrooms today; and new directions for assessment being advocated.

Student Teaching Internship: Provides teacher candidates with a practical teaching experience in a local school, under the supervision of a licensed cooperating teacher. The experience includes formal observation, planning of teaching units, participation in school activities, working with students with diverse learning needs, communicating effectively with parents/guardians, and working with school support personnel. Observation and evaluation by CSS faculty and cooperating teachers is increased in this experience. The teacher candidate will also plan and complete the Teacher Performance Assessment (edTPA) during student teaching. Please note that the student teaching internship is a full-time experience for a minimum of 12 weeks. Teacher candidates must also register for and attend internship seminars (EDU 5510). Prerequisites: Admission to the program; Faculty approval

Address issues and experiences the teacher candidate encounters during the student teaching experience and critical issues relevant to the teaching profession. The seminar also examines models and strategies of effective classroom management and evidence-based strategies that may positively impact student learning. The seminar instructor will provide support for completing all Teacher Performance Assessment (edTPA) tasks. Information will also be provided for completing their program portfolio, preparing for a job search, and applying for their Minnesota teaching license. Prerequisites: Admission to program, successful completion all other required licensure courses

Students apply theory, reflect, and develop professionally while working in a K-12 classroom setting. Students use methods, concepts, and theories related to foundations of education. The focus of the 30-hour field experience is on creating productive learning environments and managing student behavior. The seminar and electronic discussion components of the course provide students with opportunities to actively explore central educational issues and key concepts related to classroom management. Classroom management is studied as a discipline, as an approach, and as instruction.

Examines the arts as a basic and essential form of human communication. Explores and analyzes integration of the arts as a way to increase student achievement. Students learn to integrate literature, art, drama, dance, and music throughout the curriculum by gaining a basic knowledge of the arts, reasons for integration, and integration strategies and principles. Students examine research and current school programs that integrate the arts across the curriculum. The course provides opportunities for active involvement in the arts through online and in-class activities.

Examines and integrates principles associated with physical education and health at the elementary and middle level. Students analyze and learn to apply physical education and health content and pedagogy. Attitudes and habits related to healthful living are explored and current trends in physical education and health pedagogy are stressed. Issues of mood altering chemicals and their effects on the individual, the family and society are addressed along with the 10 common content areas of health education. School and community resources as they relate to the content are explored.

Through instruction that is grounded in methodologically sound research, students will develop the knowledge base needed to design an effective reading/language arts program. In this first of two courses, students will engage in analysis of current reading philosophies and receive extensive instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension. Theory and practice will merge as students design lessons, analyze case studies, and view and assess classroom video clips. Students will use a variety of assessment tools and experience interpreting results that inform instruction.

Examines and integrates the areas of language arts (reading, writing, listening, speaking) and children's literature. Prepares students to be successful teachers of the language arts by providing an understanding of the roles of reading, language arts, and children's literature in elementary and middle school classroom instruction. Students analyze and evaluate current research trends. Best practice in teaching language arts is the focus of the course. Topics include oral language development and oral language activities, listening comprehension, reading (phonemic awareness, phonics instruction, reading fluency, vocabulary instruction, text comprehension, and content area reading), children's literature and the language arts, process writing (including grammar, usage, mechanics of language), spelling, handwriting, assessment, and working with children from multicultural backgrounds.

This course focuses on fundamental social studies teaching methods for elementary learners. Candidates learn appropriate methods of inquiry, curriculum development, instructional planning strategies, and assessment in social studies. An understanding and application of the research base for and the best practices of elementary and middle level social studies education is the framework for the course.

Apply theory, reflect, and develop professionally in a K-12 classroom setting. Use of methods, concepts, and theories related to the teaching of the content areas. The focus of the 35-hour field experience is on creating productive learning environments and managing student behavior. Observation and evaluation by CSS faculty is an essential component of the field experience. The seminar and electronic discussion components of the course provide opportunities to actively explore central educational issues and key concepts related to classroom management. The schedule will be arranged between the pre-service and cooperating teachers to be completed during the time period identified above.

Focuses on best practices and current research trends that enable learners to be successful teachers of mathematics in the K-6 classroom. Learners analyze and evaluate current research, teaching strategies and philosophies related to teaching K-6 mathematics. Helps future teachers build a basic foundation concerning pedagogy, standards based instruction, technology use, and equity issues. Special attention is given to teaching practices that can help ALL K-6 students be successful in mathematics.

Prepares the teacher candidate to teach science in elementary and middle schools. Emphasis is on use of standards, teaching science as inquiry, and use of a variety of strategies to teach science concepts. Students examine, analyze, and apply best practices for teaching and learning science. Students examine and discuss recommendations for science teaching from research and national science organizations, and justify the use of particular methods for teaching science in the elementary and middle school classroom.

Apply theory, reflect, and develop professionally in a K-12 classroom setting. Use of methods, concepts, and theories related to the teaching of the content areas. The focus of the 35-hour field experience is on creating productive learning environments and managing student behavior. A critical aspect of this field experience is the “mini-edTPA,” designed to prepare teacher candidates for the Teacher Performance Assessment required in student teaching. Observation and evaluation by CSS faculty is an essential component of the field experience. The seminar and electronic discussion components of the course provide opportunities to actively explore central educational issues and key concepts related to classroom management. The schedule will be arranged between the pre-service and cooperating teachers to be completed during the time period identified above.

Secondary Drug & Health Education takes a holistic approach to adolescent health issues and problems including: depression, suicide, eating disorders, violence in school, family and relationships issues, drug abuse, sexual abuse, and STDs. Students identify how risk factors in a student's environment outside of school, including family circumstances, community environments, health and economic conditions, may influence the quality of student life and learning. Prevention, intervention and follow-up approaches are emphasized.

Students apply theory, reflect, and develop professionally while working in a K-12 classroom setting. Students use methods, concepts, and theories related to foundations of education. The focus of the 30-hour field experience is on creating productive learning environments and managing student behavior. The seminar and electronic discussion components of the course provide students with opportunities to actively explore central educational issues and key concepts related to classroom management. Classroom management is studied as a discipline, as an approach, and as instruction.

Provides students with an understanding of the theories and practices emphasized by teaching an integrated approach of reading, writing, listening, speaking and thinking skills at the middle and high school levels. Students analyze and evaluate best practice lessons, and write composition, literature, and skills lesson plans. Students reflect, respond, and participate in online discussion groups and on-site seminars. Topics include strategies for teaching grammar, comprehension, literature, and skills instruction.

Provides students with an understanding of the theories and practices emphasized by teaching an integrated approach of reading, writing, listening, speaking and thinking skills at the middle and high school levels. Students analyze and evaluate best practice lessons, and write composition, literature, and skills lesson plans. Students reflect, respond, and participate in on-line discussion groups and on-site seminars. Topics include strategies for teaching grammar, comprehension, literature, and skills instruction.

Looks at a balanced approach between student-centered and teacher-directed instructional approaches, focusing on describing, illustrating, and applying strategies for content area literacy in the middle and secondary grades. The course will explore content literacy within the context of multiple literacies. Through modeled practices and activities, participants will acquire strategies to nurture the skills needed by their future secondary students to understand and learn content. In addition to analyzing text structure and vocabulary of texts in their content discipline, students will examine research data and explore Internet resources. This course follows the recommendations of and supports the policies set forth by the National Reading Panel.

Examines and integrates a variety of best practice teaching techniques and methods useful to social studies instruction within the middle school classroom. The course combines theoretical and practical learning experiences that can be applied within the broad field of social studies. Special emphasis is placed on designing lessons for middle school students, reading strategies for social studies content, middle school philosophy, examining standards-based education and learning a broad scope of best practice techniques

Examines and integrates a variety of best practice teaching techniques and methods useful to social studies instruction within the secondary classroom. The course combines theoretical and practical learning experiences that can be applied within the broad field of social studies. Special emphasis is placed on designing unit lessons, on inquiry, examining standards-based education, integrating technology into social studies instruction and learning a broad scope of best practice techniques.

Apply theory, reflect, and develop professionally in a K-12 classroom setting. Use of methods, concepts, and theories related to the teaching of the content areas. The focus of the 35-hour field experience is on creating productive learning environments and managing student behavior. Observation and evaluation by CSS faculty is an essential component of the field experience. The seminar and electronic discussion components of the course provide opportunities to actively explore central educational issues and key concepts related to classroom management. The schedule will be arranged between the pre-service and cooperating teachers to be completed during the time period identified above.

Designed to provide students with a knowledge base that enables them to become effective middle/secondary mathematics teachers. Students are involved in analyzing and evaluating effective teaching strategies, philosophies and theories related to the teaching of mathematics. Emphasis is on current national and Minnesota mathematics standards, use of technology to teach mathematics, use of manipulatives to teach mathematics, lesson and unit planning, assessments, and current trends in teaching mathematics.

Designed to provide students with a knowledge base that enables them to become effective secondary mathematics teachers. Students are involved in analyzing and evaluating effective teaching strategies, philosophies and theories related to the teaching of mathematics. Emphasis is on current national and Minnesota mathematics standards, use of technology to teach mathematics, use of manipulatives to teach mathematics, lesson and unit planning, assessments, and current trends in teaching mathematics.

This is a pre-practicum course for individuals planning to teach middle school science. Major topics include needs of young adolescents; integrating an understanding of the academic specialty with an understanding of pedagogy, students, learning, classroom management, and professional development; reading in science; planning and assessing science instruction using a variety of methods and educational technologies.

This is a pre-practicum course for individuals planning to teach high school science. Major topics include exploration and application of best practices, safety in the high school science classroom, unit and yearly planning.

Apply theory, reflect, and develop professionally in a K-12 classroom setting. Use of methods, concepts, and theories related to the teaching of the content areas. The focus of the 35-hour field experience is on creating productive learning environments and managing student behavior. A critical aspect of this field experience is the “mini-edTPA,” designed to prepare teacher candidates for the Teacher Performance Assessment required in student teaching. Observation and evaluation by CSS faculty is an essential component of the field experience. The seminar and electronic discussion components of the course provide opportunities to actively explore central educational issues and key concepts related to classroom management. The schedule will be arranged between the pre-service and cooperating teachers to be completed during the time period identified above.